缺乏外语学习动机被视为导致中国农村初中英语教学效率低下的决定性原因之一，本文从多角度探讨了外语学习动机的定义、分类、影响动机的因素以及动机研究对外语教学的启示。
在农村初二年英语教学实践当中，作者还提出了激发初中生英语学习动机的相关策略。
通过强化学生的学习动机，使教与学的过程趋于和谐统一，从而获得最佳的教学效果。
更多还原【Abstract】 The author in this paper discusses, fromdifferent perspectives, the definition and classification of motivation in foreign language learning and analyzes the factors which exert influences on the inspiration of motivation, regarded as one of the crucial reasons leading to the inefficiency of village Junior Middle School English teaching in China. In the processes of Junior Grade Two English teaching in the village school, the author also puts forward corresponding ways to motivate junior students to study English. By means of enforcing students’ learning motivation, the processes of teaching and learning will tend towards greater harmony and unification, thus achieving the best teaching result. 更多还原初一学生外语学习策略和学习动机训练研究Learning Strategy and Academic Motivation Training in Foreign Language Learningin Grade 7 【摘要】本研究采用实验干预的方法,在同一所初中初一年级四个班级进行了外语学习策略和学习动机的训练研究,目的在于考察初一年级学生的学习动机水平、学习策略使用情况,探讨其与外语学习成绩的关系,并通过对学习策略和学习动机的训练,研究其对学习成绩的影响。
结果表明:1、初一学生的学习策略水平呈正态分布,即较多学生具有中等程度的学习策略水平,而具有高水平或低水平学习策略的学生较少;学习动机水平呈负偏态,即大部分学生具有较高的学习动机水平。
2、初一学生的外语学习成绩与学习动机水平呈显著正相关,学习策略水平也与学习动机水平呈显著正相关,但学习策略水平与外语学习成绩之间的相关不显著。
3、外语学习策略训练对学生学习策略水平的没有显著影响,对学习动机水平和学习成绩的影响也不显著;外语学习动机训练能显著提高学生的学习动机水平,但对学生的学习策略水平和学习成绩的影响不显著;外语学习策略和动机双训练能显著提高学生的学习策略水平、学习动机水平和学习成绩。
4、通过路径分析,建立了学习策略、学习动机和学习成绩之间的关系模型:学生的前测学习成绩、后测学习动机水平能够预测其后测学习成绩;前测学习动机水平、前测考试成绩和后测学习策略水平可以预测后测学习动机水平;同时,前测学习策略水平可以预测其后测学习策略水平。
更多还原【Abstract】 By the method of experimental intervention,learning strategy and academicmotivation training study in foreign language learning were programmed in fourclasses inGrade 7 of a junior middle school in the present study, in order toinvestigate the level of academic motivation and the use of learning strategy in foreignlanguage learning in Grade 7, and discuss their relationship with foreign languageachievement. Then the training effects on foreign language achievement wereinvestigated by learning strategy and academic motivation training. The study showedthat:1. The distribution of Grade 7 students’ learning strategy was normal, in other words, most students had average learning strategy level, only a few students had high learning strategy level or low learning strategy level. The distribution of academic motivation was negative skewness, in other words, most students had higher motivation level.2. The foreign language achievement of Grade 7 students had significant positive correlation with the level of academic motivation. The level of learning strategy had significant positive correlation with the level of academic motivation, too. But there was not significant positive correlation between the level of learning strategy and the level of academic motivation.3. Learning strategy training of foreign language didn’t have significant effect on the level of learning strategy, the level of academic motivation and foreign language achievement. Academic motivation training offoreign language had significant effect on the level of academic motivation, but no significant effect on the level of learning strategy and foreign language achievement. Learning strategy training and academic motivation training of foreign language together had significant effect on the level of learning strategy, the level of academic motivation and foreign language achievement.4. The relationship model among learning strategy, academic motivation and foreign language achievement was built by path analysis: the students’ per-achievement and delay-academic motivation level could forecast theirdelay-achievement; per-academic motivation level, per- achievement and delay-learning strategy level could forecast their delay-academic motivation level; while per-learning strategy level could forecast their delay-learning strategy level. 更多还原【关键词】学习策略；学习动机；训练；外语学习成绩；【Key words】learning strategy；academic motivation；training；foreign language achievement；英语学习成绩欠佳学生的学习动机调查A Study of English Learning Motivation of Less SuccessfulStudents摘要】学习动机一直以来被认为是外语学习的重要因素之一,因而国内外学者对外语教学中学习动机的作用进行了大量研究。
根据Gardner和Tremblay的动机理论,大量的实证研究证实动机对外语学习起促进作用。
行为主义和认知主义分别从期望-价值、归因、自我效能和自我决定的角度解释了动机的含义。
动机的类型一般分为工具型、融合型、内在和外在动机。
近年来,较有影响的外语学习动机理论主要包括:Gardner和Lambert的社会教育模式、Trembley和Gardner的扩展动机理论和Dornyei的外语动机三层次说。
尽管目前有很多对于中国大学生英语学习动机的研究,针对英语学习成绩欠佳学生的学习动机调查却较少。
然而,正是这些学生更需要教师的帮助。
英语教师需要了解他们的学习动机,帮助学生认识到英语学习的重要性。